واقع معرفة وتطبيق معلمات صعوبات التعلم في المرحلة الابتدائية للممارسات المبنية على الأدلة والبراهين
The study targeted the reality of knowledge and application of teachers with learning disabilities in the primary stage of evidence-based practices in the city of Riyadh. The study used the descriptive approach in both surveys, due to its suitability to the subject of the study, its dimensions and objectives. The researcher used a questionnaire and was directed to the study sample of primary school teachers for people with learning Disabilities, which numbered (106) female teachers. The study found that the level of knowledge of primary stage teachers for people with learning Disabilities in the city of Riyadh regarding evidence-based practices was high, as the arithmetic average reached (3.54). It also became clear that the level of application of primary stage teachers for people with learning Disabilities in the city of Riyadh Evidence-based practices is in a high degree, as the general arithmetic average reached (3.45). The study concluded that there are statistically significant differences at the level (0.05) between the responses of the study sample members towards the axis of the level of application of primary stage parameters for people with disabilities. Learning Disabilities in the city of Riyadh for evidence-based practices are attributed to the educational qualification variable, and these differences are in favor of the study individuals whose educational qualification is postgraduate studies (Master's - PhD), and those whose educational qualification is high diploma. There are also statistically significant differences for the variable number of years of experience, and these differences In favor of the study individuals whose years of experience are (5 yearsorless),and those whose years of experience are (11 yearsormore),andthere are statistically significant differences attributed to the variable number of training courses, and these differences are in favor of the study individuals whose number of training courses in the field of evidence-based practices (6 courses or more). In light of these results, the study presented a number of recommendations, the most important of which are: the necessity of education and awareness of the concept and importance of evidence based practices, in addition to preparing and training primary school teachers for people with learning Disabilities and working to developa strategy for cooperation and exchange of experiences through coordination between them. (Published abstract)